Effects of Test Interpretation Style and Favorability in the Counseling Process

Hanson, William E.; Claiborn, Charles D.

doi:10.1002/j.1556-6678.2006.tb00414.x

Cited by 8 publications

(6 citation statements)

References 48 publications

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“…We used treatment validity check and session helpfulness items similar to those developed by Hanson and Claiborn (2006). The session helpfulness question was modified to a 9-point scale following Elliott’s (1985) rating method.…”

Section: Methodsmentioning

confidence: 99%

Comparison of the Effectiveness of Two Assessment Feedback Models in Reducing Career Indecision

Essig

Kelly

2013

Journal of Career Assessment

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We examined the relative effectiveness of information giving (IG) and therapeutic assessment (TA) models of career assessment feedback in reducing career indecision. Clients initiating career counseling at a large Midwestern University completed measures of career choice anxiety (CCA), vocational identity, and career decision-making self-efficacy prior to and following a two-session intervention. We also administered measures of treatment integrity and session helpfulness immediately following treatment. Clients were randomly assigned to an intervention based upon either an IG or TA model of assessment feedback. Results indicated that TA participants' vocational identity scores improved significantly more than those of IG participants; a medium-to-large effect size was identified. TA and IG participants' CCA and decision-making self-efficacy scores significantly increased but not differentially following treatment. Participants of both groups rated their feedback sessions as ''greatly helpful.'' We discuss implications for career assessment as well as the limitations of the study.Keywords therapeutic assessment, career indecision, vocational identity, career intervention, assessment feedback According to recent U.S. Department of Education statistics, more than 18 million students attended degree granting postsecondary institutions in (Aud et al., 2011. It is well established that many students experience college major and career indecision (Gordon, 2007). Indecision can be reflected by self-reports and changes of declared majors. Regarding the latter, Gordon (2007) reported that as many as 75% of college students change their undergraduate major at least once. Further, approximately 7% of college-bound students who took the SAT in 2009-

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Section: Methodsmentioning

confidence: 99%

Comparison of the Effectiveness of Two Assessment Feedback Models in Reducing Career Indecision

Essig

Kelly

2013

Journal of Career Assessment

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“…As researchers gain insight into the change process, they will be better positioned to explain variances in observed effect sizes across studies. A number of variables warrant special empirical attention in this regard-variables including the "dose," or amount of test feedback given; the discrepancy of the results from clients' self-perceptions; the favorability, or valence, of the results (Finn, 1996;Hanson & Claiborn, 2006); and the types of tests used (e.g., objective, projective, neuropsychological). Special empirical attention should also be given to individual difference variables, in-cluding age, ethnicity (e.g., African American and American Indian, in particular), and gender, as well as specific Axis I and II disorders as defined by the Diagnostic and Statistical Manual of Mental Disorders (4th ed., text rev.…”

Section: Future Researchmentioning

confidence: 99%

“…Individual study effect sizes are presented in dark gray, whereas aggregate effect sizes are reported in light gray. a Hanson and Claiborn's (2006) research design included two independent variable levels and thus generated two independent effect sizes.…”

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confidence: 99%

Meta-analysis of psychological assessment as a therapeutic intervention.

Poston

Hanson

2010

Psychological Assessment

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This study entails the use of meta-analytic techniques to calculate and analyze 18 independent and 52 nonindependent effect sizes across 17 published studies of psychological assessment as a therapeutic intervention. In this sample of studies, which involves 1,496 participants, a significant overall Cohen's d effect size of 0.423 (95% CI [0.321, 0.525]) was found, whereby 66% of treatment group means fell above the control and comparison group means. When categorical variables were taken into account, significant treatment group effects were found for therapy process variables (d = 1.117, [0.679, 1.555]), therapy outcomes (d = 0.367, [0.256, 0.478]), and combined process/outcome variables (d = 0.547, [0.193, 0.901]). These findings appear to be robust on the basis of fail-safe N calculations. Taken together, they suggest that psychological assessment procedures-when combined with personalized, collaborative, and highly involving test feedback-have positive, clinically meaningful effects on treatment, especially regarding treatment processes. They also have important implications for assessment practice, training, and policy making, as well as future research, which are discussed in the conclusion of the article.

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“…Suffice it to say, we are familiar with the Barnum effect (cf. Claiborn & Hanson, 1999; Hanson & Claiborn, 2006) and considered it a priori, as part of our inclusion–exclusion criteria. Although it may relate to PATI, in terms of research questions, designs, independent and dependent variables, methods/procedures, and study foci (and perhaps even underlying change mechanisms), it does not necessarily relate to our meta-analysis.…”

Section: Barnum and Beyondmentioning

confidence: 99%

Building confidence in psychological assessment as a therapeutic intervention: An empirically based reply to Lilienfeld, Garb, and Wood (2011).

Hanson¹,

Poston²

2011

Psychological Assessment

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Lilienfeld, Garb, and Wood (2011) commented on our recently published meta-analysis (Poston & Hanson, 2010). In their thorough, fine-grained critique, they questioned the study's inclusion criteria, sampling, and results, suggesting the latter are “overstated” (p. 1048). Additionally, they discussed the Barnum effect, suggesting that it accounts, at least partially, for the potential efficacy and/or effectiveness of psychological assessment as a therapeutic intervention (PATI). In addressing Lilienfeld et al.'s (2011) concerns, we incorporate their suggestions and present new findings based on the original data set, including 15 independent and 56 dependent effect sizes (ESs). Upon reanalysis, a comparable, significant overall Cohen's d ES of 0.403 (95% CI [0.302, 0.503]) was found, thus building confidence in our original results, as well as the overall efficacy of PATI. Given PATI's potential treatment utility, we mention possible change mechanisms, above and beyond Barnum effects. And finally, in hopes of launching the field forward, we offer suggestions for future research and collaboration.

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Effects of Test Interpretation Style and Favorability in the Counseling Process

Cited by 8 publications

References 48 publications

Comparison of the Effectiveness of Two Assessment Feedback Models in Reducing Career Indecision

Comparison of the Effectiveness of Two Assessment Feedback Models in Reducing Career Indecision

Meta-analysis of psychological assessment as a therapeutic intervention.

Building confidence in psychological assessment as a therapeutic intervention: An empirically based reply to Lilienfeld, Garb, and Wood (2011).

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